C2.1 -
Proficient Participant develops specific learning goals from a vision of larger content area student outcomes. Participant develops instructional strategies to move students towards those larger goals, but may not always succeed in helping student progress. [Portfolio Evaluation System Guidelines p.32]
If I were doing assessment 2b and preparing my portfolio, I would re-iterate a specific topic (for me it would be exponent properties) that initially were an area of concern as a result of the probe and my classroom assessments. I would re-state my
goals for student in groups A, B, and C. (for me this would be to get my A group to routinely "expand to understand" when simplifying exponent properties, my B group to clear up some misconceptions about what happens to the coefficients when I am simplifying expressions, and for my C group to attempt a Monomial of Unusual Size with Exponents M.O.U.S.E.
This is a very large challenge problem I created and have my students explain their knowledge of exponents verbally.
I would also re-state my
strategies for each of those groups. I may cut and paste some of the problems or include entire handouts I used to develop those strategies, and a few examples of student work to back up what happened (or didn't happen) as I planned.
A.1.1 - 1.2 Formative Assessments and Multiple Assessments
A1.1 Proficient Participant uses formative assessments to guage student understanding progress toward goals. Participant articulates the value of this process. [PES Guidelines p. 33]
To demonstrate proficienty, I would attach the exit slips I used (I may have a different one for each group and perhaps a common one). I may attach an excerpt from a lesson plan. Perhaps there were two to three probing questions you orally asked the students during group work. You could record what was said when you asked these questions. This counts as formative assessments. You could record an estimate of how many thumbs up/thumbs down you got as you did a whole class check in. Formative assessments look and sound many different ways. You should inclued a sampling of student work on the exit slips photocopied and perhaps scanned for your final portfolio submission. You could provide general % corrects on your exit slips and then reflect on a commonly missed question.
A1.2 Uses multiple assessment measures Proficient 3 -
Participant uses multiply assessment measures amd incorporates dtata from different points to make instructional decisions.
I think I got ahead of myself and began to discuss this above, but that is how good assessments look. Perahps further documentation could be specific collected warm-up questions you collect one week later to see if students are retaining what you may have accomplished as a goal. Or, perhaps the topic was the key piece of a larger task the students took a month later.
I hope we are all understanding that we should be working backwards from the guidelines. What I see in many of the our Seminar assessments and assignments are great ideas and written summaries articulating that you are developing good practices. The next step is to back those statements up with more specific evidence from lesson materials and small samples of student work to provide a snap-shot of what is happening in your classroom.
A 1.4 - Is familiar with external exams and diagnostics assessments. NECAP and other external district driven assessments. NWEA?
A 2.1- 2.2 - Uses assessment data to move students toward goals - Accurately analyze data and provide rationale for instructional choices
A 3.1 - 3.2 Shares assessment results... Uses Assessment results
I 3.1 - Revisits instructional ideas and revises them.
